Heeding Hillard’s call for teachers to crack the walls of the matrix (inequitable schooling), this qualitative case study used Bronfenbrenner’s ecological systems theory as a theoretical lens and methodological tool to investigate the reflections of three elementary pre-service teachers. The first research question examined participants’ reflections as they were learning about teaching culturally and linguistically diverse students. The second question explored how these reflections connected to their developing culturally relevant beliefs and practices. To investigate these research questions the data sources collected for each participant included a pre/post Love & Kruger questionnaire, three individual semi-structured interview transcripts, eight written course documents, and two individual member written records. Cross case and within case analyses were conducted using a priori and open coding for all data and utilized the analytic strategy of relying on theoretical propositions. The theoretical proposition for this study was that teachers who reflected across systems of influences had more culturally relevant beliefs and practices. Findings from the cross case analysis suggested that (a) participants’ had shared patterns of reflectivity (b) drew upon multiple tools of references when confronted with less culturally relevant teaching in the field and program and (c) some course assignments facilitated participants’ reflection across systems more than others. The results from the within case analysis suggested that (a) participants’ racial identity experiences were the lenses they used to reflect on what being a culturally relevant teacher meant (b) some participants experienced cultural dissonance in the teacher development program as they considered culturally relevant pedagogy and (c) critical reflections across systems of influence revealed more developed understandings of culturally relevant pedagogy. This study offers insights about using critical reflectivity in developing pre-service teachers’ understandings of culturally relevant pedagogy.

The ease with which indoor wireless systems can be installed has become their main selling feature. A desirable application for wireless systems is the transmission of compressed digital music in an indoor shopping mall environment. The indoor environment, with its many walls and highly reflective surfaces, has a high level of multipath. High levels of slowly changing multipath can cause deep fades, and therefore reduce the reliability of the system. <p> The proper use of multiple receiving elements is one way to mitigate the deep fades caused by multipath. The main objective of this thesis is to study a simple and cost effective approach to combining the signals from several receiving elements. A novel diversity combining approach using 2 receiving elements is presented. The novel diversity combining approach consists of periodically changing the phase of one of the two received signals. <p> A set of simulations was developed to study the effectiveness of the novel diversity combining method in mitigating deep multipath fades. The relative performances of two different implementations of the diversity combining were compared to a baseline test case that did not include diversity combining. In both of the simulated implementations, the diversity combining approach proved to be an effective means of mitigating the multipath fading phenomenon. <p> A proof-of-concept, bench-top hardware prototype was also developed. The transmitter and receiver were implemented in Field Programmable Gate Arrays (FPGAs). The laboratory testing of the hardware successfully illustrated the feasibility of the proof-of-concept system.

The ease with which indoor wireless systems can be installed has become their main selling feature. A desirable application for wireless systems is the transmission of compressed digital music in an indoor shopping mall environment. The indoor environment, with its many walls and highly reflective surfaces, has a high level of multipath. High levels of slowly changing multipath can cause deep fades, and therefore reduce the reliability of the system. <p> The proper use of multiple receiving elements is one way to mitigate the deep fades caused by multipath. The main objective of this thesis is to study a simple and cost effective approach to combining the signals from several receiving elements. A novel diversity combining approach using 2 receiving elements is presented. The novel diversity combining approach consists of periodically changing the phase of one of the two received signals. <p> A set of simulations was developed to study the effectiveness of the novel diversity combining method in mitigating deep multipath fades. The relative performances of two different implementations of the diversity combining were compared to a baseline test case that did not include diversity combining. In both of the simulated implementations, the diversity combining approach proved to be an effective means of mitigating the multipath fading phenomenon. <p> A proof-of-concept, bench-top hardware prototype was also developed. The transmitter and receiver were implemented in Field Programmable Gate Arrays (FPGAs). The laboratory testing of the hardware successfully illustrated the feasibility of the proof-of-concept system.

Helianthus eggertii (Asteraceae) is a federally threatened sunflower species that typically grows between open woods and barrens. This species has both sexual and asexual modes of reproduction, which can influence the amount of genetic diversity present within and among populations. Maintaining genetic diversity is one of the primary objectives in managing threatened species or populations. Fire and population size may influence genetic diversity. Two Inter-Simple Sequence Repeat Markers (873 and MAO) were used to characterize many important genetic parameters of 17 populations in 2003 and four populations in 2004. This information was used to assess the effectiveness of different conservation management strategies. The main objectives of this project were to determine whether: 1) larger populations of Helianthus eggertii have a higher genetic diversity within populations than smaller populations 2) fire or other management strategies influence genetic diversity of populations 3) sexually derived progeny of H. eggertii have greater genetic diversity than mixed reproduction in parent populations assuming some degree of clonal reproduction. This study found that there is higher mean genetic diversity in larger populations, though not significant. Genetic diversity showed no difference in populations that are frequently burned than in populations that are not burned. However, there tends to be an increase in genetic diversity in some populations immediately after a fire event. The seed population studied had a higher genetic diversity. Genetic diversity is high at both Mammoth Cave National Park (.5246) and Arnold Engineering and Development Center(.4555). The high genetic diversity observed suggests that while clones may exist in a population, seedling establishment is actively putting new genetically diverse individuals in a population. These results show that the current management strategies being used are suitable for protecting this species.

This research provides a local case study of responses to ‘gender’ and ‘diversity’ within Canada’s federal parole system. I examine the following questions: How are certain ‘differences’ and categories of offenders constituted as targets for ‘accommodation’ or as having ‘special needs’? How do penal institutions frame ‘culturally relevant’ or ‘gender responsive’ policy and, in doing so, use normative ideals and selective knowledge of gender, race, culture, ethnicity, and other social relations to constitute the identities of particular groups of offenders? I explore these questions by tracing the history of policy discussions about gender and facets of diversity within legislation and penal and parole policies and practices, as well as the current approaches to managing difference used by the National Parole Board (NPB). Specific focus is given to the organizational responses and approaches developed for Aboriginal, female, and ‘ethnocultural’ offenders. In this study, I show that the incorporation of diversity into the federal parole system works to address a variety of organizational objectives and interests, including fulfilling the legislative mandate to recognize and respond to diversity; appealing to human rights ideals and notions of fairness; managing reputational risk and conforming to managerial logics; instituting ‘effective’ correctional practice; and addressing issues of representation. At the same time, the recognition of gender and diversity produces new penal subjectivities, discourses, and sites upon which to govern. I argue that the accommodation of gender and diversity provides a narrative of conditional release and an institutional framework that positions the NPB as responsive to the diverse needs and/or experiences of non-white and non-male offenders. In the Canadian context, the penal system strives to deliver ‘fair’ punishment through the selective inclusion of difference, and without altering or reconsidering fundamental structures, practices, and power arrangements. Diversity and difference are instead added onto and/or incorporated into preexisting penal policy and logics, including risk management and managerialism.

This study addresses methodological critiques of ethnicity research in organisations by combining intersectionality and identity work frameworks. Additionally, it extends intersectionality beyond its traditional focus on multiple disadvantage and demonstrates contextual sensitivity to ethnicity. Taking an individual constructivist stance, I examined ethnicity and its intersection with gender and seniority through an identity work lens. The research question was: How do senior black, Asian and minority ethnic women and men make meaning of episodes that raise the salience of their intersecting identities at work? The study investigated how 24 senior black, Asian and minority ethnic (BME) women and men constructed an understanding of their multiple-identified selves in response to affirming, contradictory or ambiguous identity-heightening work experiences. Respondents kept journals about episodes that raised the salience of their intersecting identities. Then, in interviews, they described the sense they made of the episodes and their responses to them. Following a template-based analysis of 101 accounts, a typology emerged of Accommodating, Refuting, Reconciling, Affirming and Exploratory identity work modes, describing senior BME individuals’ identity construction in response to identity-heightening episodes. I introduce ‘intersectional identity work’ to illustrate how individual (e.g. cognitive effort to reconcile a paradox), relational (e.g. a sense of responsibility and affinity for subordinate minority colleagues) and contextual (e.g. visibility resulting from demographic distribution in one’s immediate environment) factors influence intersecting senior, ethnic and gender constructions at work. Integrating intersectional and identity work perspectives to examine ethnicity demonstrates the dynamic interplay of multiple identity dimensions during meaning-making, the range of modes adopted and the intensity of effort expended by senior BME women and men during personal meaning-making. This approach makes a methodological contribution to ethnicity and intersectionality research. It also makes an empirical contribution to UK ethnicity and identity work research through the suggestive model of identity work modes and rich insight into senior BME individuals’ experiences at the juxtaposition of disadvantage and privilege.

This study focuses on illuminating Kenya's urban high school teachers' perceptions of students' diversity and how these differences influence their curriculum implementation, pedagogy, and students' classroom interactions in the learning process. Located within theoretical frameworks of intersectionality and critical pedagogy, the study shows how multiple layered identities and differences identified by teachers interplay and intersect to influence their performance and students' academic success. The theoretical debate over critical pedagogy in diverse contexts shows how Kenya's high school teachers effectively develop classroom environments that address differences and acknowledge arrays of factors that create inequalities. Findings also show that teachers' work continue to be informed by government and institutional policies that favor uniformity and conformity creating contradictions and dilemmas for them. The study applies a mixed qualitative methodology based on interpretive and descriptive phenomenology to inform the study. Participants were selected based on purposive sampling from urban high schools in western Kenya. Data for the study were generated through baseline questionnaires, field interviews, classroom observations, and analysis of archival documents. Findings highlighted arrays of factors identified by participants as contributing to students differences in their specific context. Differences identified by teachers that were common across institutions were academic abilities, entry behavior, primary education backgrounds, proficiency in English language, socio-economic status, and students' motivational status. Some of the factors perceived to influence teaching and learning differed across disciplines, gender of the participants, and the nature of the schools. It was concluded that the impact of these differences on teaching and learning needs to be addressed if high school access, quality, and subsequent academic performance is to be realized for all students in Kenya's high schools.

While many organizations have taken steps to protect minority individuals from the negative effects of prejudice and discrimination, such initiatives may be met with limited success. That is, prejudice and discrimination may remain major problems even with organizations who adopt organizational policies to enhance equity and reduce workplace discrimination. This dissertation examines the use of an individual-level strategy that individuals can enact in response to prejudice and/or discrimination, and that is the strategy of directly confronting the prejudice of their co-workers. This study examines the utility of confronting co-workers in the workplace with particular emphasis on the cognitions, attitudes, and behavioral intentions of third-party bystanders following witnessing a confrontation. I anticipated that the identity of the confronter (a member of the target group or an ally) and the level of conflict (high or low conflict) as well as the type of conflict (aggressive vs. calm, and personalized to the individual vs. generalized to society as a whole) in the confrontation would differentially impact outcome variables. Indeed, the results suggest that allies (versus targets) who confront elicit more positive behavioral intentions from observers to enact such strategies in the future; that high conflict (either aggressive or personalized) confrontations elicit more negative cognitions, attitudes, and behavioral intentions than do low conflict confrontations; and that targets and allies who confront have the most impact on third-party individuals if they utilize different strategies. Specifically, allies received particularly negative ratings when they confronted in an aggressive and personalized manner (compared to the other three strategies) and targets received relatively negative ratings only when confronting in an aggressive manner. These results held true in data obtained several weeks later. This research assesses the practicality of using confrontation as a prejudice-reduction tool and potentially informs future diversity management initiatives in organizations.

Although diversity is often thought to improve team performance by expanding the range of ideas available to the group, reported relationships between team diversity and performance have been somewhat weak (e.g., Bowers, Pharmer,&Salas, 2000; Devine&Philips, 2001; Webber&Donahue, 2001). One possible explanation for the lack of findings on team diversity is that past research has largely taken an absolute (i.e., how much diversity) rather than a relative perspective (i.e., what pattern of diversity; Tsui&O'Reilly, 1989; Tsui, Egan,&O'Reilly, 1992). Conceptually and operationally defining team diversity using faultlines - i.e., the pattern of how different types of demographic divisions either do or do not reinforce the salience of the subgroup - is one way to study diversity from a relative perspective. This thesis posits that the relative approach using faultlines may better elucidate the relationship between demography and team outcomes. In particular, this thesis posits that the structural arrangement of diversity (i.e., faultlines) among team members gives rise to relational patterns of trust and coordination, which in turn determine team performance. Results support the notion of a negative relation between faultline strength and team performance.

The roles and responsibilities of planners in managing culturally diverse cities are beginning to be articulated in the literature. "Visioning,"as planners have used it in recent years, has the potential to help realize "multicultural planning" because of its intentions to involve broad public participation and represent diverse interests, thereby promoting equity and facilitating democracy. This exploratory study examines how the City of Vancouver in British Columbia, Canada has involved ethnocultural groups through a visioning process. To date, four Vancouver communities containing a sizeable immigrant population have participated in preparing plans for their neighbourhood through the city's Community Visions Program. Information for this study was gathered through a critical review of planning-related documents and key informant interviews with staff and community participants (including those of visible minority background) in the Visions Program. Results from the data collection were grouped into main themes and triangulated for analysis. Results indicate that visioning, as it has been used in Vancouver, is capable of being a useful technique in carrying out multicultural planning. There is evidence that planners have learned a great deal from engaging in multicultural planning, as seen through the increased success of outreach in the latter two communities to undergo the Visions Program. This suggests that Vancouver's visioning exercise will improve simply by virtue of continued outreach. However, it is important to differentiate between the public consultation process and the resultant products in regard to policy and land use change. There appears to be more general satisfaction with the inclusive visioning process than with the end results. Empirical research suggests that if planners are serious about engaging in a multicultural planning process, they will need to guarantee some tangible results that can be seen in the community and that acknowledge and respect cultural diversity.